Grade 7 Additional Language – Exploring Figurative Language in Poetry

Grade 7 Additional Language - Exploring Figurative Language in Poetry

Lesson Plan Title: Grade 7 Additional Language – Exploring Figurative Language in Poetry

1. Materials Needed

  • Selection of poems that utilize figurative language (e.g., works by poets like Robert Frost, Maya Angelou, or notable South African poets).
  • Whiteboard and markers.
  • Printed handouts with clear examples of figurative language (simile, metaphor, personification, hyperbole, etc.).
  • Vocabulary cards.
  • Highlighters and sticky notes.
  • Audio clips of poetry readings (optional).

2. Learning Objectives

By the end of the lesson, learners will be able to:
– Identify different types of figurative language in various poems.
– Explain the meaning and effect of figurative language in poetry.
– Create an original poem using at least three types of figurative language.

3. Vocabulary

  • Figurative Language
  • Simile
  • Metaphor
  • Personification
  • Hyperbole
  • Imagery
  • Alliteration

4. Previous Learning

  • Students have previously been introduced to basic poetry structures, including types of poems (e.g., free verse, sonnet).
  • Students are familiar with basic literary terms and concepts, including rhyme and rhythm.

5. Anticipated Challenges and Solutions

Challenge: Some students may struggle to understand the abstract nature of figurative language.
Solution: Use clear and relatable examples, incorporating visuals and group discussions to enhance understanding.

Challenge: Time management during the writing activity.
Solution: Provide clear time limits and reminders throughout the activity to maintain focus.

6. Beginning Activities (10% of time)

  • Introduction (5 minutes): Start the lesson with a brief discussion on what figurative language is and why poets utilize it. Engage learners by asking if they can recall examples from songs or movies that feature figurative language.
  • Mini-quiz (5 minutes): Administer a short quiz (3-5 questions) on definitions of different types of figurative language to gauge prior knowledge.

7. Middle Activities (80% of time)

  • Direct Instruction (15 minutes):
    • Define different types of figurative language (simile, metaphor, personification, hyperbole) with clear explanations.
    • Provide examples from selected poems, highlighting the effect of figurative language on the reader’s experience.
  • Group Activity (30 minutes):
    • Divide students into small groups and assign each group a poem.
    • Instruct them to identify examples of figurative language and discuss its meaning and effect.
    • Each group will prepare a 2-3 minute presentation to share their findings with the class.
  • Individual Activity (20 minutes):
    • Students will compose an original poem (8-10 lines) incorporating at least three different types of figurative language.
    • Provide models and exemplars to inspire creativity, encouraging them to choose themes or emotions they wish to express.
  • Peer Editing (15 minutes):
    • Students partner up to share their poems.
    • They should provide constructive feedback using peer editing checklists, focusing on the effective use of figurative language.

8. End Activities (10% of time)

  • Reflection and Sharing (10 minutes):
    • Invite a few students to share their poems with the class.
    • Conclude the lesson with a discussion on what they learned about figurative language and its role in poetry.

9. Assessment and Checks for Understanding

  • Use informal assessment through observation during group discussions and presentations to gauge understanding.
  • Review the poems created by students for appropriate usage of figurative language.
  • Utilize a rubric to assess clarity, creativity, and the application of figurative language in their final poems.

10. Differentiation Strategies

  • For learners needing extra support, offer guided examples and one-on-one assistance during the writing process.
  • Allow advanced learners to explore more intricate forms of figurative language or encourage them to write multiple poems with varied themes.
  • Use visuals and audiobooks for EAL (English Additional Language) learners to aid their comprehension of context.

11. Teaching Notes

  • Be prepared to adjust lesson pacing based on learner needs; some may require extra time for discussions or writing activities.
  • Use a variety of poems that reflect diverse cultures and experiences, especially those from South African poets, to ensure relatability and inclusivity.
  • Encourage students to articulate their emotions and creativity through poetry, reinforcing the idea that poetry is both a personal and expressive art form.

This lesson plan aligns with the CAPS curriculum by fostering critical thinking, creativity, and a comprehensive understanding of literary concepts—key to developing learners’ language skills in an engaging and inclusive manner.

Overall Enhancements

  • Consider using digital platforms for poetry sharing if technology permits, allowing learners to provide feedback in a collaborative online space.
  • Incorporate a brief audio-visual component by playing select poems read by their authors to enrich the learning experience.

This revised lesson plan maintains the original structure while improving clarity, accessibility, and alignment with the CAPS curriculum guidelines, ensuring a comprehensive and engaging learning experience for Grade 7 learners.